Chile Country Report: Scaling Access and Impact - Realizing the Power of EdTech

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world. The Omidyar Network team included Eliza Erikson, Erin Simmons, Rebecca Hankin, and Eshanthi Ranasinghe. The data underpinning this report come from interviews, surveys, site visits, and desk research by a team of researchers and EdTech practitioners led by RTI International, drawing on local expertise in each of the case study countries. The team conducted more than 100 interviews with teachers, school principals, education administrators, policymakers, and EdTech experts. This study sought to understand the conditions that have thus far enabled EdTech initiatives to scale in Chile. This case study is the result of more than 20 interviews and site visits and a document review conducted in Chile over a 2-month period in 2018. The case demonstrates that long-term, top-down vision implemented in partnership with university networks or other NGOs who specialize in adaptive management, active learning and knowledge sharing.

Inclusive Education Screening Tool and Pilot Activity – Desk Review

Children with disabilities are less likely to be enrolled in school in low- and middle-income countries in Asia and beyond. Further, in most school systems in these countries, children with disabilities are not identified as having a disability and thus do not receive necessary support, even when the country has an inclusive policy education. Reports and studies indicate gaps in the identification of children with disabilities in school systems, gaps in teacher professional development and support, and a lack of specialized materials and resources. This desk review aims to provide critical information to policymakers and practitioners in US Agency for International Development (USAID) focal countries in Asia on the landscape of inclusive education for children with disabilities. Four main sets of research questions guide this desk review: 1) What are the disability prevalence rates in USAID-supported countries across Asia, and where do gaps exist in available data on students with disabilities? 2) What are the primary and secondary school completion rates of children with disabilities? 3) What policies exist, how do they vary across countries in USAID-supported countries in Asia, and are they being effectively implemented? 4) What is the education landscape for children with disabilities in USAID-supported Asian countries? What interventions to date have shown promise in improving aspects of inclusive education for children with disabilities, and what are the costs associated with implementing such programs?

Vision and Hearing Screening Tools Pilot Activity in the Philippines

This report documents the outcomes of a study, implemented jointly by DepEd and RTI International, to pilot a set of electronic vision and hearing screening tools that have been successfully used elsewhere, including by teachers. These tools hold the promise for easy administration, even with limited training, and more reliable data, especially when screening for hearing impairments.

Scaling Access & Impact: Realizing the Power of EdTech (Executive Summary)

Omidyar Network commissioned Scaling Access & Impact: Realizing the Power of EdTech to evaluate what might be necessary to enable, scale, and sustain Equitable EdTech on a national basis. We examined initiatives in Chile, China, Indonesia, and the USA that demonstrate how EdTech reached a broad spectrum of students. Download the executive summary to learn more about some of the events, actions, and initiatives that have contributed to the equitable scaling of EdTech as well as help inform policies using the highest-impact interventions.

Vision and Hearing Screening Pilot Activity Brief

On June 21 and 22, 2018, selected teachers, assessors, and medical officers from the Philippines National Capital Region (NCR) and Region-IV A participated in a two-day training to learn how to use electronic vision and hearing screening tools. The trained screeners then piloted the tools from June 25 to July 4, 2018, in a total of eight schools in the country. The activity was a proof of concept initiative that examined the feasibility of using electronic disability screening tools in the local school context. It also investigated how teachers might be trained to serve as effective screeners for students in their classrooms.

Using Mobile Technology for Sensory Disability Screening: Field Experiences from the Philippines

This presentation was delivered in Manila, Philippines on October 15, 2018 at a dissemination event including DepEd, USAID, and other local stakeholders. The purpose of this presentation was to share approaches and lessons learned from the pilot activities that were conducted in June and July 2018 in the Philippines.

Carmen Strigel Presentation on RTI Screening Technology Experiences

Presentation by Carmen Strigel, Director, Technology for Education and Training, RTI International. Delivered at the RTI Panel Discussion "Vision and Hearing Screening in LMICs: Challenges and Opportunities" held Wed, September 26, 2018 in Washington, D.C. For related resources, see also the topic "Assessments" using the "by Topic" link in the menu above.

Mobile resources to promote teacher efficacy in teaching children with disabilities in Ethiopia- CIES 2018 Presentation

CIES 2018 Presentation, given by Carmen Strigel. Under the USAID-funded READ TA project in Ethiopia, RTI, in collaboration with the Ethiopia Ministry of Education and partners, implemented an Assistive Technology Capacity Building Initiative that directly addressed the issue of gaps in teacher development and lack of appropriate materials to better support children with vision or hearing impairment in mainstream reading classrooms. Following a comprehensive needs assessment and collaborative initiative planning with local disabilities experts and educators, we designed an initiative to address teachers’ main barriers in the implementation of inclusive education in Ethiopia. RTI deployed mobile phones with screening tools for vision and hearing, as well as multimedia lesson plans with disability accommodations to 109 teachers in 63 schools in five regions of Ethiopia over a 3-months timeframe. The study included screening of over 3,700 students in the participating regular classrooms and found that over 9% of children had a vision or hearing impairment. This data indicates that vision or hearing impairment affect not just a few children and classrooms, but may be pervasive in nearly every classroom in Ethiopia.

Endline report - Ethiopia Assistive Technology Initiative in Early Reading Classrooms

During 2016/2017, RTI implemented an assistive technology initiative to improve reading instruction in inclusive grade two public school classrooms in 63 schools in five regions of Ethiopia. Project inputs included a smartphone with screening tools for vision and hearing impairment and explicitly accommodated reading lesson plans for reading and writing instruction in mother tongue. The intervention also included a total of 4 days of teacher training and two classroom monitoring visits per teacher. After three months of implementation, teacher attitudes and self-efficacy to inclusive education improved significantly, as did teacher adoption of foundational inclusive practices in the classroom. At the student level, students identified for a potential vision or hearing impairment in intervention classrooms demonstrated similar learning progress compared to their peers without such impairment, although the study found measurable differences in reading achievement between these groups already at baseline. In conclusion, the innovation of using pedagogical support tools on smartphones as assistive technology at the teacher level appeared to have been appropriate for the context of the participating schools in Ethiopia, as well as effective in improving inclusive reading instruction.

READ TA Ethiopia Assistive Technology Capacity Building Initiative - CIES 2017 presentation

This presentation is an overview of the Assistive Technology Capacity Building Initiative (ATCBI) implemented by RTI International under the USAID-funded READ TA project in Ethiopia. The presentation was given by Wykia Macon and Stephen Backman at the 2017 CIES conference on behalf of also Carmen Strigel and Habtamu Mekonnen.